In 1999, 36% of schools reported that they used portable classrooms and 20% reported that they created temporary instructional spaces, according to the National Center for Education Statistics. Portable classrooms will most certainly continue to be used temporarily to bridge the gap between immediate need and availability of construction funding. Projecting the need for portable classrooms is straightforward when it is based on student enrollment forecasts. Most states do not allocate state capital outlay funds for the purchase of temporary facilities, so local school districts end up assuming the costs of providing portable classrooms by using school district reserve funds and the special-purpose local-options sales tax. This article discusses some factors that growing school districts must consider when making decisions about the use of portable classrooms. It also discusses some public concerns for portable classrooms, such as aesthetics, safety, security, health, maintenance, and equity issues that school administrators must be prepared to address before meeting with community members. School districts that can turn negative associations of portable classrooms into positive images of effective planning and management will garner community support, parental acceptance, and continued student achievement.